2001 Fiscal Year Final Research Report Summary
Research on Developing the Instrument for Measuring Potential Ability for Mathematical Learning
| Project/Area Number |
11558025
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 展開研究 |
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| Research Field |
教科教育
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| Research Institution | HIROSHIMA UNIVERSITY |
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Principal Investigator |
NAKAHARA Tadao Hiroshima Univ., Edu., Professor, 大学院・教育学研究科, 教授 (90034818)
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| Co-Investigator(Kenkyū-buntansha) |
KANEMOTO Yoshimiti Saitama Univ., Edu., Professor, 教育学部, 教授 (50106051)
SAKITANI Shinya Hyougo Univ. of Edu., Professor, 学校教育学部, 教授 (00036667)
SHIGEMATU Keiichi Nara Univ. of Edu., Professor, 教育学部, 教授 (40116281)
KOYAMA Masataka Hiroshima Univ., Edu., Asso. Professor, 大学院・教育学研究科, 助教授 (30186837)
UEDA Atumi Hiroshima Univ., Edu., Asso. Professor, 大学院・教育学研究科, 助教授 (50168621)
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| Project Period (FY) |
1999 – 2001
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| Keywords | Potential ability / Achievement / Mathematical ability / Intelligence / Mathematical achivement |
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| Research Abstract |
The Purpose of this study is to develop the instrument of measuring children's potential ability for mathematics learning. The teams devised, tested, analyzed, and re-tested a short but varied test, which we called the Potential test for Mathematics Learning. Finally, we proposed two kinds of instrument, one is intended to be used by children aged 13 (Grade 8) and another is used by children aged 9 (Grade 4).
Each instrument is composed of 20 problems which can be categorized into five components : Logical Reasoning, Pattern recognition, Manupilation, Flexible thinking, and Application.
By using these instruments, we investigated the potential ability and achievement of the lower secondary pupils and the elementary school children. As a result, we could find the following points.
1. The average of potential ability of different schools were almost same.
2. The potential ability can be advanced by children's learning. The advance about the component of logical learning and application was more remarkable than that of flexible thinking.
3. The average of achievement of different students were very different. Because the difference of potential ability was not so remarkable, we could grasp the difference of the effect of mathematical learning.
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Research Products
(6 results)
